CBSE Senior Secondary Syllabus 2027 Urdu Elective

FOR CBSE SENIOR SECONDARY SYLLABUS EXAM PREPARATION

CBSE Senior
Secondary Syllabus
2027
Question Paper
EXAM YEAR TYPE DETAILS

CBSE Senior Secondary Syllabus 2027 Question Paper Urdu Elective

Notes · Sample Papers · Previous Year Papers · Mock Tests

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m .co URDU ELECTIVE
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(Code No. 003)
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Background
The course of Urdu Elective is intended to give students a high level of competence in
Urdu with an emphasis one the study of literary texts. The course will provide extensive
exposure to a verity of rich texts of world literature as well as Indian writings in Urdu,
including classics; develop sensitivity to the creative and imaginative use of Urdu and
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give a taste for reading with delight and discernment. The course is primarily designed
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to equip the students to pursue higher studies in Urdu language and Urdu literature at
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the college level.

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Objectives
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The general
i. To provide extensive exposure to a variety of writing in Urdu, including some
classics to develop sensitivity to literary and creative uses of the language.
ii. To develop a taste for reading with sensitivity and pleasure.
iii. To critically examine a text and comment on different aspects.
iv. To develop proficiency in Urdu in receptive and productive skills.
At the end of this course, the learner
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i. Relates to the details provided in the text, for example, how the details support a

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generalization or the conclusion either by classification or by contrast and
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comparison.
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ii. Comprehends details, locates and identifies facts, arguments, logical
relationships, generalization, conclusion in the texts.
iii. Draws inferences, supplies missing details, predicts outcomes, grasps the
significance of particular details and interprets texts.
iv. Assesses and analyzes the point of view of the author.
v. Infers the meanings of words and phrases from the context; differentiates between
apparent synonyms.
vi. Appreciates stylistic nuances, the lexical structure; its literal and figurative uses
and analyses a variety of texts.
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vii. Identifies different styles of writing like humorous, satirical, contemplative, ironical
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on prescribed as well as ‘unseen texts.)
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creating. x)Develops familiarity with the poetic uses of language including feature
of the language through which artistic effect is achieved.

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URDU (ELECTIVE) (CODE: 003)
SYLLABUS CLASS – XI
(2026-27)

Section Content Marks
Section A: Comprehension and Writing 32
1. Reading Comprehension with literary appreciation of an 08
unseen passage followed by five questions.
2. Writing 24
I. Essay on imaginative and reflective topics
10
(internal choice)
II. Letter Writing: (Personal, Formal and 10
Professional (Internal choice)
III. Precis Writing 04
Section B: Text Books and Supplementary Reader 48
1. Prose All the lessons from the book, Gulistan-E-Adab are to
be studied.
1. One short extract from the prescribed lesson 05
followed by short answer type questions for
comprehension.
2. One essay type question in about 100 words on 05
content/theme (General or Value Based)
3. Two short answer type questions on the content. 04
5. Poetry All the poets and their works from the book Gulistan-
E-Adab are to be studied.
i. One extracts for reference to the context and 05
poetic comprehension.

ii. An essay type question in about 100 words on 05
the content of the poems or a Value Based
Question (Long answer type)

iii. Two short answer type questions on the 04
content of the poems.
6. Suppl. All the lessons from the book. Khayaban-E-Urdu are
Reader to be studied. (Note (a): Detail is given in the end)
i. One essay type question 04
ii. Two short answer type questions 06
7. Literary Knowledge about the life and contribution of the 10
Genre writers and poets of the prescribed text.

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Total 80
Section C: 20
1. Speaking and listening skill 10
2. Project Work 10
Grand Total 100

Prescribed Books:

1. GULISTAN-E-ADAB (Gyarahvin Jama’at Ke Liye) published by NCERT, New
Delhi
Note: Following topics has been deleted:
i. Yadash Bakhairia
ii. Sharabe Shauque seen Sarshar hain ham (Ghazal) Wali Dakkani
iii. Hai Ghalat gar guman mein kuch hai (Ghazal) Khawaja Meer Dard
iv. Raftagan mein jahan ke ham bhi hein (Ghazal) Meer
v. Sun to sahi jahan mein hai tera fasana kaya (Ghazal) Aatesh
vi. Phir mujhe didaye tar yad aaya (Ghazal) Mirza Ghalib
vii. Albeli subh (Nazm) Josh Malihabadi
viii. Chand taro ka ban (Nazm) Makhdoom
ix. Tanhayee (Nazm) Faiz Ahmad Faiz
x. Rubaiyan – Amjad Hydrabadi

2. KHAYABAN-E-URDU (Supplementary Reader) Published by NCERT, New Delhi
Note: Following topics has been deleted:
i. Rotiyan (Nazm)
ii. Meeraji (geet)
iii. Manzoom Drama
iv. Taweel Nazm

References:
1. Urdu Adab Ki Tareekh, Published by NCERT, New Delhi
2. Urdu Qawaid, Published by NCERT, New Delhi

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m .co URDU (ELECTIVE) (CODE: 003)
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Section Content Marks
Section A: Textbooks and Supplementary Reader 50
All the lessons from the book, Gulistan-E-Adab are to
8. Prose
be studied.
i. Two short extract one unseen and one from the 5X2=10
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mprescribed lesson followed by Objective type
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questions for comprehension.
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general)
iii. Two short answer type questions on the
05
content of the poem.
9. Poetry All the poets and their works from the book Gulistan-
E-Adab are to be studied.
i. Two short extracts one unseen and one from 5x2=10
prescribed lessons followed by Objective type

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questions for comprehension.
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. in about 100 words on
ii.
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An essay type question
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05

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Based/ general)s
the content/ theme (internal choice) (Value

iii.
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Two shortaanswer type questions on the content 05
of the poem.
10.Suppl. All the lessons from the book. Khayaban-E-Urdu are
Reader to be studied. (Note (a): Detail is given in the end)

i. One out of two essay type question 04
ii. Two out of four short answer type questions 06

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Section B: History of Urdu Literature
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Three out of Five Long Answer type questions on the 15

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development of Urdu Language (Fort William
College, Delhi school & Lucknow school)

ii. Live and contributions of the authors and poets
covered in the prescribed Text Book published
by the NCERT.

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iii. Adabi Tehrihat (Sir Syed Tehreek and Taraqqi
Pasand Adabi Tehreek)
Five Objective type question on History of Urdu
2. 5
Literature
Section C: Sanaye o Badaye
10
Five out of eight short answer type questions
Matla, Makta, Qafiya, Radeef, Husn e matla, Sanat e
tashbeeh, Isteyaara, Sanate Tazaad, Talmeeh, Sanat
e Taalli, Husn e Talil, Muratun Nazeer-
Total 80
Section D: 20
1. Speaking and listening skill 10
2. Project Work 10
Grand Total 100

Prescribed Books:

1. GULISTAN-E-ADAB (Barahvein Jama’at Ke Liye) published by NCERT, New
Delhi
Note: Following topics have been deleted:
i. Maktoob-e-Galib Haqeer ke Nam
ii. Umrao jan (Mazmoon)
iii. Bijuka (Afsana)
iv. Main, woh ( Afsana)
v. (Ghazal) Baani
vi. Mulke Be saharo-sham (Nazm)
vii. Yadnagar (Nazm)
viii. Waqt ka Tarana (Nazm)
ix. GhalibJadeed shoara ki ek majlis mein ( Tanzo Mizah)

2. KHAYABAN-E-URDU (Supplementary Reader) Published by NCERT, New Delhi
Note: Following topics have been deleted:
i. Bewa (Novel) Prem chand
ii. Yahoodi ki Larki (Drama) Agha Hashr Kashmiri
iii. Marhoom ki Yaad Mein (Inshayia) Petras Bukhari.

References:
1. Urdu Adab Ki Tareekh, Published by NCERT, New Delhi
2. Urdu Qawaid, Published by NCERT, New Delhi

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SECTION D-1
DETAILS OF LISTENING & SPEAKING SKILLS

LISTENING (SUGGESTIVE ACTIVITES)

1. To comprehend the explain content.
2. To do discussions on topics taken from the textbooks.
3. To listen to News bulletins and to develop the ability to discuss informally on wide
ranging issues like current, National and International affairs, sports, business
and any other relevant issue.
4. Formal group discussions and their reporting.
5. Development of art of formal public speaking.
6. Listening of lectures and talks and to extract relevant and useful information and
to do presentations.
7. To listen to business news and to be able to extract relevant important
information.

SPEAKING (SUGGESTVIE ACTIVITES)

1. Organization of Debates.
2. Poem recitation
3. Group Discussions – Any relevant topic
4. Programme Anchoring
5. To present any event
6. Story Telling
7. Story Completion
8. Role Play
9. Reporting
10. Picture Narration – Students are asked to tell the story taking place in the
sequential picturesby paying attention to the criteria provided by the teacher as
a Rubric.
11. Picture Description – A single picture may be given to student/ group of student’s
and theymay ask to describe the picture.
12. Organization of a Seminar.
13. Presentation of a book review/ a play a short story or any other given by the
teacher to befollowed by a Q & A session.
14. Poetry Reading and reciting to be followed by interpretative tasks based on
literary analysisof the content.
15. Critical review of a film or a play.

Note:
1. Teacher’s may develop their own rubrics to assess the performance of
student objectively.
2. It is recommended that listening & speaking skills should be regularly
practiced in the class.

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m .co GUIDELINES FOR ASSESSMENT IN LISTENING & SPEAKING SKILLS
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Parameters for Assessment – The listening & speaking skills
the following parameters:
i. Interactive competence (Institution & turn taking relevance to the topic)
ii. Fluency (cohesion, coherence and speed of delivery)
iii. Pronunciation
iv. Language (accuracy & vocabulary)

Note:
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1. The practice of listening & speaking skills should be done throughout the
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academic year.

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2. The final assessment of the skills is to be done as per the convenience and

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schedule of the school.
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3. The record of the activities conducted and the marks given must be kept for a
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three months after the declaration of result for any random checking by the
Board (No recording of the speaking skill is to be done).

SECTION D-2
DETAILS OF PROJECT WORK

GUIDELINES FOR THE EVALUATION OF PROJECT – 10 MARKS

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1. Content (Max, Word limit 1000) 2 Marks
2. Language & Vocabulary 1 Mark
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4. Presentation 2 Marks
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3. The Pictures and data presented based on the topic 1 Mark

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5. Viva on the project 4 Marks TOTAL= 10 MARKS

SOME SUGGESTIVE PROJECTS
1. Review of any prescribed textbook
2. Critical review of any poem included in the prescribed textbook
3. History of Urdu literature
4. Nationalism
5. Freedom struggle of India
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6. Secularism
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7. Environmental projection

m 8. Rivers of India
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12. Our Freedom Fighters (any one may be given)
13. Our Villages
14. Farmers of India
15. Biography & contribution of any author of the prescribed text book
16. Global Warming
17. Industrialization

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18. Role of technology in today’s life
19. Role of multimedia in Education
20. Condition of Education in India
21. Inclusive Education
22. Population Explosion
23. Co-operative learning
24. Importance of Skill development
25. Importance of Sports in life
26. Importance of Science and Technology in life
27. Cyber Safety
28. Merits and demerits of advertisement
29. Importance of Newspaper and Magazines
30. Swachh Bharat Abhiyan

Note: Emphasis may be given on the use of computer in the preparation and
presentation of project.

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